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Critical Thinking
Philosophy and
Phil 1301:
Description
This class is an introduction to the central topics of philosophy: logic, knowledge, mind-body relation, moral freedom, and God. In addition to learning what distinguishes philosophy from other disciplines and what makes philosophy worthwhile, here you will develop the skills needed to think analytically and charitably about the central questions of these topics. What is an argument? What makes for a successful argument? What are some effective tools for assessing whether the reasons provided for a claim adequately support that claim? What is knowledge? Is knowledge possible? Does knowledge come from reason or experience? What is free will? Do humans have free will? Is free will compatible with determinism? Are mind and body identical? Are they different entities entirely? Is the mind-body relation like that between software and hardware? What is the nature of God? Does God exist? Is God’s existence compatible with the extreme suffering of innocent creatures? The goal of this course, in effect, is for you (1) to understand the merits and resourcefulness of the various positions on these and related questions, (2) to develop arguments for positions while accommodating the insights of competing positions, (3) to consider objections to your arguments, and (4) to formulate replies to those objections.
Learning Outcomes
• Acquaintance with common rules of inference (modus ponens, modus tollens, hypothetical syllogism, and so on), the basic concepts of argument evaluation (valid, sound, deductive, and so on), and the basic concepts of philosophy (a priori, a posteriori, teleology, and so on).
• Understanding of (1) philosophy and its relation to other areas of inquiry, (2) the central topics of philosophy, (3) the central questions involved in these topics, (4) the main competing views on such questions, (5) the main arguments for such views, and (6) the strengths and weaknesses of such views and arguments.
• Appreciation of the relevance that many philosophical problems may have for each other. For example, what bearing questions concerning God have on questions concerning knowledge.
• Insight into the philosophical methods employed by contemporary analytic philosophers.
• Familiarity with the main factors for deciding between metaphysical positions: parsimony, explanatory power, predictive power, commonsensicality, and so on.
• Awareness of philosophy as a discipline interesting to study in its own right, not just for the sake of improving one’s power to think analytically, critically, creatively, and charitably.
• Preparation for (1) courses probing deeper into the topics surveyed here, (2) entrance exams to graduate or professional school (LSAT, GRE, MCAT), (3) careers where reasoning skills are prerequisite for success, and (4) responsible and intelligent participation in community affairs.
Daily Discussion Questions
Philosophy Day 1: Intro to the course
What are the goals for the course?
How do you succeed in the course?
How will grades be evaluated?
What is philosophy?
Philosophy Day 2: What is philosophy?
What is philosophy (continued)?
What are some misconceptions about philosophy?
What are the branches of philosophy?
Logic Day 1: Deductive Logic #1
What are the basic concepts of logic: premises, conclusion, argument, statements, validity, logical possibility, deduction, induction?
Logic Day 2: Deductive Logic #2
What is a sound argument and how does it differ from an unsound argument?
Logic Day 3: Deductive Logic #3
What are some of the most common valid argument forms?
What is the famous forms method for assessing deductive arguments and what are its limitations?
Logic Day 4: Deductive Logic #4
What are some of the most common invalid argument forms?
What is the counterexample method for assessing deductive arguments and what are its limitations?
Logic Day 5: Inductive Logic
What are the basic concepts of inductive logic: strong argument, weak argument, cogent argument, uncogent argument?
What are some of the most common inductive argument forms and what makes for successful substitution instances of those forms?
Logic Day 6: Logic Test Review
Knowledge Day 1: Traditional Definition of Knowledge
How does propositional knowledge differ from other forms of knowledge?
How does a real definition of a concept differ from a lexical definition of a concept?
How does one go about finding the real definition of a concept?
What is the traditional definition of knowledge and why does it seem to be a real definition?
What is Gettier’s challenge to the traditional definition of knowledge
Knowledge Day 2: Response to Gettier and Skepticism #1
What is the infallibilist response to the Gettier problem and what drawbacks does it have?
What is the defeasibility response to the Gettier problem and what drawbacks does it have?
What is the truth-tracking response to the Gettier problem?
What is the difference between global skepticism and local skepticism?
What are some objections to global skepticism? Are they effectual?
What is the argument from ignorance and what is the rationale behind its premises?
Knowledge Day 3: Skepticism #2
What is the Moorean solution to the argument from ignorance and does it work?
What is the Contextualist solution to the argument from ignorance and does it work?
What is the Truth-Tracking solution to the argument from ignorance and does it work?
Why do most philosophers agree that, even if the argument from ignorance is sound, global skepticism would not follow?
What are the three main strategies to deal with skepticism’s onslaught and how does Descartes carry out one of these strategies?
Why does it seem reasonable to lower the standard of justification down from the evil-demon standard?
Knowledge Day 4: Empiricism #1
What is empiricism?
What makes empiricism attractive as a theory of justification?
What is the theories-of-perception problem for empiricism?
What would be the problem with empiricism adopting naïve realism as its theory of perception?
What would be the problem with empiricism adopting sophisticated realism as its theory of perception?
Knowledge Day 5: Empiricism #2
What would be the problem with empiricism adopting idealism as its theory of perception?
What is the so-called “problem of induction” that empiricism faces?
Knowledge Day 6: Rationalism
What is rationalism?
What makes rationalism attractive as a theory of justification?
What are the main problems for rationalism and how might rationalism respond?
Mind-Body Problem Day 1: Options in the Debate
What is the mind-body problem?
Why is the mind-body problem even considered a problem?
What are the main options in the debate?
What are main forms of dualism and what are the main forms of antidualism?
Mind-Body Day 2: Problems for Dualistic Interactionism #1
Why does it seem that mental-material interaction is impossible if dualistic interactionism is true, and what are some ways that dualistic interactionism might respond to such a problem?
Why does it seem that dualistic interactionism violates the principle of the conservation of energy, and what are some of the ways that dualistic interactionism might respond?
Mind-Body Day 3: Problems for Dualistic Interactionism #2
Why does it seem that the role of the mental in bringing about material happenings is superfluous on dualistic interactionism if physical determinism is true, and how might dualistic interactionism deny this?
Why does it seem that the role of the mental in bringing about material happenings is superfluous on dualistic interactionism if physical determinism is false, and how might dualistic interactionism deny this?
Mind-Body Day 4: Noneliminative Materialism #1
What are the main forms of materialism and how do they differ from one another?
What are the main forms of reductive materialism and how do they differ from one another?
What is identity theory, what are some problems that it faces, and how might identity theory respond?
What is behaviorism, what are some problems that it faces, and how might behaviorism respond?
What is functionalism?
Mind-Body Day 5: Noneliminative and Eliminative Materialism
What are the problems that functionalism faces and how might functionalism respond?
Why does it seem that all forms of reductive materialism fail to account for qualia, and how might reductive materialism respond?
What is nonreductive materialism and what problem does it face?
What is eliminative materialism and what problem does it face?
Mind-Body Day 6: Panpsychism
What is panpsychism?
What makes panpsychism attractive?
What problems does panpsychism face?
Moral Freedom Day 1: Hard Chronological Determinism
What is freedom?
What is determinism?
What is the rationale for each premise of the argument for Hard Chronological Determinism?
Moral Freedom Day 2: Compatibilism
What is compatibilism and how does it respond to the HCD argument?
What are the main arguments for compatibilism?
What is the difference between the main types of compatibilism?
What problems does compatibilism face?
Moral Freedom Day 3: Incompatibilism
What is incompatibilism?
What is the main argument for incompatibilism?
What is the difference between the two versions of the consequence argument?
What are the main problems that incompatibilism faces?
Moral Freedom Day 4: Libertarianism
What is libertarianism and how does it respond to the HCD argument?
What is the difference between simple libertarianism and decision libertarianism?
What are the main problems that these two forms of libertarianism face?
What is agent libertarianism and how does it differ from the two previous forms?
What are the main problems for agent libertarianism and how might agent libertarianism respond?
Moral Freedom Day 5: Hard Chronological Determinism Revisited
What are the main problems for HCD?
How might HCD respond to these problems?
God Day 1: Divine Experience
What is God and what is the proper understanding of the features attributed to God?
How might one argue for the existence of God based on experience?
What are some problems with arguing for the existence of God on the basis of experience?
God Day 2: Cosmological Argument Part 1
What is the Kalam cosmological arguments for the existence of God?
What is the Past-Agnostic cosmological arguments for the existence of God?
What problems do these arguments face?
God Day 3: Cosmological Argument Part 2 and Teleological Argument
What is the necessitarian cosmological argument?
What is the design argument for the existence of God and what problems does it face?
What is the fine-tuning argument for the existence of God and what problems does it face?
God Day 4: Ontological Argument
What is Descartes’s version of the ontological argument, what is the rationale for each premise, and what problems does it face?
What is Anselm’s version of the ontological argument, what is the rationale for each premise, and what problems does it face?
What is the Modal version of the ontological argument, what is the rationale for each premise, and what problems does it face?
God Day 5: Cosmo-Ontological Case for the God of Classical Theism
What reasons are there for thinking that there is a self-necessary being serving as the sufficient condition for all of reality?
What reasons are there for thinking that a self-necessary being serving as the sufficient condition for all of reality has the most perfect collection of whatever attributes of perfection there are?
What reasons are there for thinking that a self-necessary being serving as the sufficient condition for all of reality has the attributes commonly ascribed to the God of classical theism?
God Day 6: Problem of Suffering
Why does the existence of suffering seem to serve as evidence against the existence of God?
What are some of the common theodicies and what problems do they face?
What is Pascal’s Wager and what are some problems that it faces?
ethics
Phil 2306:
formal logic
Phil 2303:
metaphysics
Phil 361:
intro to logic
Phil 240:
19th century
Phil 414:
17th century
Phil 412:
moral issues
Phil 111:
engineering
Phil 482:
ethics
medical ethics
Phil 480:
classes
FAQ
These [engravings] are really good things. You have before you the works of very fair talents, who have learned something, and have acquired no little taste and art. Still, something is wanting in all these pictures—the Manly. Take notice of this word, and underscore it. The pictures lack a certain urgent power, which in former ages was generally expressed, but in which the present age is deficient, and that with respect not only to painting, but to all the other arts. We have a more weakly race, of which we cannot say whether it is so by its. origin, or by a more weakly training and diet.—Goethe (Conversations with Eckermann)
Featured Blog Posts
plastic figurines from the film coming soon
as puff-eyed parents, bedside, pray for time


"White Supremacy on Its Deathbed" is the most formally ambitious, politically volatile, and intellectually demanding work in the project — a lyrical essay that refuses every available category for its containment. It is not a polemic, not a memoir, not a work of cultural criticism, not a prose poem, though it borrows the instruments of all four. Its governing formal claim, announced in the preface and enacted across six chapters, is that the most devastating threats to Black flourishing in contemporary America arrive not from the residual energies of white supremacy but from the apparatus constructed in white supremacy's name — and that this reversal is the defining irony of the present moment, an irony so severe it has the structure of tragedy.
The Sowell and Washington epigraphs establish the essay's intellectual lineage before the preface begins. Both figures are positioned as prophets whose warnings went unheeded — Sowell's observation that racism has been placed "under new management," Washington's warning about race-problem solvers who "don't want the patient to get well." The essay inherits from both a suspicion of institutionalized grievance, a commitment to Black agency as the only durable foundation for Black flourishing, and a willingness to say what the dominant discourse has made professionally dangerous to say. What the essay adds to this tradition is the formal apparatus of a lyrical essay that refuses the sober register of policy argument and instead floods its argument with the full resources of literary violence — the grotesque, the satirical, the scatological, the pornographic, the comedic, and the tragic operating simultaneously.
The preface establishes the essay's central thesis with compressed clarity: that the "antiracist movement, in its mainstream form at least, nourishes itself ultimately upon the bogus notion that white supremacy — although 'now invisible most of the time, to most eyes' — flourishes today well beyond merely the American marrow from which it supposedly can never be removed." The move is rhetorical and argumentative simultaneously: by positioning DiAngelo's framework as the object of critique and citing McWhorter, Chait, Loury, Steele, and Hughes as critical allies, the essay places itself within a specific tradition of Black and liberal dissent from progressive orthodoxy, a tradition with genuine intellectual pedigree that the dominant discourse has systematically marginalized. The preface also discloses the personal — the cancellation of the author's professorship on grounds that his creative writing was "unsettling especially to vulnerable populations" — which grounds the essay's animus in specific biographical injury rather than abstract ideological position. This disclosure is crucial: it tells us that the essay is not a detached analysis but a document of genuine wounds, that the furious intelligence driving it is in part the intelligence of someone who has been hurt by the very apparatus he critiques.
Chapter 1, "Gator Bait," establishes the essay's central rhetorical device and sustains it across hundreds of pages: the extended rhetorical question "what might white supremacy do from its deathbed?" followed by the refrain "It could just sit back and revel in our world where..." The device is formally brilliant because it inverts the standard antiracist framework without abandoning its terms. Rather than arguing that white supremacy is absent, the essay argues that white supremacy's most effective remaining operation is to do nothing — to allow the apparatus of antiracism to perform the work of degradation, infantilization, and dependency that white supremacy itself could never accomplish openly. The irony accumulates across the chapter's historical inventory of Black achievement and opportunity: the essay asks what room white supremacy has to grow in a time when Black Americans have reached every pinnacle of American life, and answers that it needs no room because the work is being done for it. Coleman Hughes's opening epigraph frames America as "one of the least racist places on Earth," and the chapter's historical inventory is designed to substantiate that claim against the dominant narrative — not to deny that racism exists but to argue that the dominant narrative's exaggerations have become more damaging than the residual racism they nominally address.
Chapter 2, "Macaroni Sounds (Over That Brrrap-Brrrap-Brrrap)," is the essay's most formally extreme section and its most legally treacherous. The extended catalogue of rap lyrics — drawn from across decades and artists, ranging from the merely raunchy to the genuinely criminal — is the chapter's central formal argument, and that argument is structural rather than merely illustrative. The sheer accumulation is the point: the catalogue is too long to be selective, too comprehensive to be dismissed as cherry-picking. What the essay is arguing through form is that the monolith of hypersexual, hyperviolent imagery in mainstream Black popular culture is not an aberration but a system — and that the system's persistence, its escalation, its normalization, and its celebration by the very progressive apparatus that claims to fight Black degradation constitutes a catastrophe for Black dignity that no honest account of the present can avoid. The C. Delores Tucker speech — intercut with Sukihana's lyrics in a formally devastating counterpoint — is the chapter's emotional and argumentative center: Tucker's 1993 anti-gangsta-rap testimony, delivered with the full moral authority of the civil rights tradition, is shown to have been not only ignored but actively overrun by the very forces she named. The chapter's invented La'Cinda'Relle Cinderella parody is the essay's most formally audacious set piece — a sustained satirical fiction that enacts its argument through pastiche, using the genre machinery of the fairy tale to render visible what the culture has normalized. That it is simultaneously funny, devastating, and genuinely offensive is the point: the essay refuses to make its critique comfortable, insisting that the reader who laughs at La'Cinda's story or who winces at it or who is aroused by elements of it is implicated in the cultural system the essay is examining.
Chapter 3, "Toby in Kunta Mask," shifts the essay's focus from cultural to educational institutions, and its governing argument is the most philosophically sustained in the work: that the lowering of standards for Black students, the pathologizing of intellectual achievement as "acting white," the substitution of grievance pedagogy for genuine education, and the condemnation of the very Enlightenment values — reason, objectivity, scientific inquiry, diligence — that have historically enabled marginalized groups to compete and flourish, constitute a form of anti-Black racism more insidious than any cross-burning. The chapter's use of invented classroom scenarios, spoken-word performances, and hypothetical courses like "Afro-Mathematics" operates as satirical defamiliarization — taking the real logic of certain progressive pedagogical positions and following it to its conclusions with merciless literalism. The chapter's intellectual touchstone is McWhorter's observation that what is being implicitly communicated to Black students is "we can't cut it" — and that this communication, however kindly intended, is the most devastatingly racist message available. The Marva Collins reference is the chapter's positive counter-example: a Black educator who held Black kindergarteners to demanding intellectual standards and achieved remarkable results, a figure whose approach the dominant progressive framework would now classify as oppressive.
Chapter 4, "Open Season," is the essay's most politically direct chapter, and its catalogue of ways that affirmative action and special dispensation have simultaneously patronized and damaged Black people draws heavily on the established conservative and centrist Black intellectual tradition — Loury, Steele, McWhorter — while pushing that tradition's logic further than it typically goes in respectable venues. The chapter's argument is that the infantilization of Black people through lowered expectations is not a side effect of well-intentioned policy but its necessary structural consequence: that the logic of "you cannot be expected to compete under these conditions" contains within it the premise of permanent inferiority, and that this premise — however wrapped in the language of justice and compassion — reproduces the essential content of the white supremacist worldview it claims to oppose. The chapter's most intellectually serious move is the distinction between emergency medicine and chronic dependency: affirmative action as a "syphon" to start a flow that then requires individual development to sustain, rather than as a permanent substitute for that development. This is not a novel argument — it is recognizably Steele's and Loury's — but the essay deploys it with a ferocity and a fullness of implication that the more measured academic versions rarely reach.
Chapter 5, "Nazi Alert," is the essay's most formally anarchic chapter and its most deliberately provocative. The extended catalogue of white self-abasement — the Race2Dinner dinner party, the boot-kissing campus ceremony, the various white progressive confessionals, the university convocation speech — is the chapter's rhetorical engine, and its operation is complex. On one level it is satire, following the logic of certain progressive positions to absurd but not entirely implausible conclusions. On another level it is a serious argument about the psychological and social consequences of a culture that has normalized the public performance of white guilt as a substitute for genuine engagement with racial inequality. The Thomas Chatterton Williams epigraph frames the chapter's central claim: that mainstream antiracism "mirrors ideas of race — specifically the specialness of whiteness — that white supremacist thinkers cherish," that both sides "eagerly reduce people to abstract color categories" and "feed off and legitimize each other." The chapter's catalogue of the various double-binds whites face — damned for speaking, damned for silence; damned for engaging with Black culture, damned for not engaging; damned for defending themselves against accusations, damned for failing to defend themselves — is the essay's most formally precise argument about how the antiracist framework has made productive interracial discourse structurally impossible. The chapter also contains the essay's most controversial material: the extended passages describing rising white radicalization and the fantasies of retributive violence. These passages are not endorsements — they are the essay's most urgent warnings, rendered in the register of inevitability rather than desire, showing the trajectory that sustained dehumanization historically produces.
Chapter 6, "Let My People Go!" is the essay's shortest and most direct chapter, and it closes on Farrakhan's inversion — "Pharaoh has already let you go! But it is you who have not let Pharaoh go!" — as its governing image. The chapter synthesizes the preceding argument into its cleanest formulation: that the "biggest threat to goodwill between whites and blacks is the various things done in the name of an 'anti-nazi commitment to inclusion and equity'"; that the biggest inciter of individual racism on both sides is all that keeps being done to fight a systemic racism "long ago put into remission"; that "the best evidence for the lie that white supremacy continues to have a pervasive grip over this country are the various things done in the respectable (and big-money) name of 'dismantling white supremacy.'" The Coleman Hughes epigraph frames the chapter as a moral-panic analysis: the antiracist movement as a species of the same mass delusion that produced the Satanic daycare hysteria of the 1980s — a phenomenon that "looks like obvious absurdity from the outside" while seeming "totally reasonable to those on the inside." The chapter ends not with resolution but with the trajectory the essay has been tracing throughout: a call for the alignment of "our perceptions with our reality" as the only path toward the racial healing that the dominant discourse, in its exaggerations and its incentives, actively forecloses.
Formally, the essay's most significant achievement is its management of tone across its enormous length. The "It could just sit back and revel" refrain functions as a kind of liturgical structure — the repeated phrase creating a cumulative ironic weight that grows heavier with each iteration, so that by the essay's final pages the refrain carries the full weight of everything that has preceded it. The essay moves between registers — academic citation, satirical fiction, lyrical description, catalogue, invective, confession — with a fluency that refuses the reader any stable interpretive position. One cannot read it as simple polemic because its formal complexity exceeds polemic. One cannot read it as detached analysis because its personal investment is too fully disclosed. One cannot read it as satire because its factual claims are too seriously documented. It is closest, in the tradition of African American letters, to certain modes of the jeremiad — the prophetic denunciation of a people's failure to live up to their own stated ideals — but its target is not the nation's failure to honor its Black citizens. Its target is the failure of the institutions claiming to honor those citizens to honestly reckon with what that honoring requires.
The essay's ultimate subject is Black agency — its suppression, its necessity, and its recovery. Every chapter circles back to the same argument: that genuine Black power requires the willingness to look honestly at the full complexity of Black life, including the aspects that progressive orthodoxy has made taboo to examine; that the dependency cultivated by the antiracist industrial complex is the most effective remaining mechanism for Black subordination; and that the path out runs through exactly the qualities — reason, rigor, self-examination, accountability, aspiration — that the dominant discourse has classified as expressions of whiteness. The essay's anger is not the anger of white supremacy. It is the anger of someone who believes Black people are capable of more than the framework built to protect them allows them to be.
Meta Description
A lyrical essay of extraordinary formal ambition and political volatility — moving across six chapters from historical inventory through cultural critique, educational analysis, satirical fiction, and radical political provocation — to argue that the contemporary antiracist industrial complex constitutes the most effective remaining mechanism for Black subordination, its infantilization, dependency cultivation, and standard-lowering performing the work that white supremacy itself could no longer accomplish openly, leaving the deathbed patient to sit back and revel.
Keywords
White Supremacy on Its Deathbed, lyrical essay, antiracist critique, Black agency, victimology narrative, Glenn Loury, Shelby Steele, Thomas Sowell, John McWhorter, Coleman Hughes, C. Delores Tucker, gangsta rap and Black culture, affirmative action critique, Enlightenment values, moral panic, jeremiad form, satirical fiction, La'Cinda'Relle, Race2Dinner parody, dependency and dignity, progressive orthodoxy, Black intellectual dissent, contemporary American political essay, formal complexity, ironic refrain, racial double-bind